Stimulus control in instrumental discrimination learning and reinforcement schedule situations.

1984 ◽  
Vol 10 (1) ◽  
pp. 46-55 ◽  
Author(s):  
E. D. Capaldi ◽  
Timothy M. Nawrocki ◽  
Donna R. Verry
Keyword(s):  
Discrimination Learning ◽  
Stimulus Control ◽  
Reinforcement Schedule

The Fish Stick: An Easy-to-Use Classroom Training Apparatus for Fish

2010 ◽  
Vol 106 (1) ◽  
pp. 135-146 ◽  
Author(s):  
Charles Miskovsky ◽  
Brittney Becker ◽  
Alleah Hilker ◽  
Charles I. Abramson
Keyword(s):  
Stimulus Control ◽  
Reinforcement Schedule ◽  
Comparative Psychology ◽  
Electronic Components ◽  
Continuous Reinforcement Schedule ◽  
Continuous Reinforcement ◽  
Hands On ◽  
Classroom Training ◽  
Training Apparatus ◽  
Psychology Of Learning

The fish stick is an easy-to-use device for conditioning fish under classroom conditions. It is constructed from inexpensive plastic pipe available at most hardware stores and uses electronic components available at retail electronics outlets. Fish press a nipple for baby food which can be brought under stimulus control using lights, vibratory cues, or both. The fish stick is suitable for inquiry-based experiences in courses on the psychology of learning or comparative psychology. Data are presented using a continuous reinforcement schedule and discrimination learning. Students report that the fish are easy to train and enjoy the hands-on experience.

Effect of Length of Training on Stimulus Control Using a Low Density Reinforcement Schedule

1979 ◽  
Vol 29 (3) ◽  
pp. 401-408
Author(s):  
William R. Sewell ◽  
Rene Nickel ◽  
J. Terry Johnson ◽  
Don Williamson
Keyword(s):  
Stimulus Control ◽  
Reinforcement Schedule ◽  
Low Density

scholarly journals Motivating operations affect stimulus control: A largely overlooked phenomenon in discrimination learning

2012 ◽  
Vol 35 (1) ◽  
pp. 89-100 ◽  
Author(s):  
Amin D. Lotfizadeh ◽  
Timothy L. Edwards ◽  
Ryan Redner ◽  
Alan Poling
Keyword(s):  
Discrimination Learning ◽  
Stimulus Control ◽  
Motivating Operations

Discrimination and Generalization of Complex Visual Shape Variations in Pigeons

1972 ◽  
Vol 35 (3) ◽  
pp. 915-927 ◽  
Author(s):  
Douglas P. Ferraro ◽  
Michael G. Grisham
Keyword(s):  
Selective Attention ◽  
Discrimination Learning ◽  
Stimulus Control ◽  
Complex Shape ◽  
Shape Similarity ◽  
Angular Orientation ◽  
Functional Representation ◽  
Key Pecking ◽  
Generalization Gradients ◽  
Visual Shape

Three experiments investigated stimulus control of key pecking in pigeons by varying the distance of vertices movement for a six-point complex visual shape. Ease of discrimination learning was monotonically related to the distance of vertices movement when the directions of vertices movement were held constant. As suggested by selective attention theory, steep generalization gradients were obtained following intradimensional differential training but not following nondifferential training or interdimensional differential training. These results indicate that, unlike the dimension of angular orientation or tilt, distance of vertices movement provides a consistent functional representation of complex shape similarity.

STIMULUS CONTROL IN DISCRIMINATION LEARNING

1970 ◽  
Vol 61 (1) ◽  
pp. 109-114 ◽  
Author(s):  
R. N. WILTON ◽  
R. C. GODBOUT
Keyword(s):  
Discrimination Learning ◽  
Stimulus Control

Failure to Establish Errorless Discrimination in Monkeys

1973 ◽  
Vol 37 (1) ◽  
pp. 299-304 ◽  
Author(s):  
Richard H. Haude
Keyword(s):  
Discrimination Learning ◽  
Stimulus Control ◽  
The Other ◽  
Necessary Condition ◽  
Training Procedure ◽  
Errorless Learning ◽  
Fading Procedure

A fading procedure similar to that reported by Terrace (1963) was used with monkeys to determine whether errorless discrimination learning could be obtained without prior establishment of a baseline of stimulus control before applying the training procedure. Four methods of training were used which differed with respect to when and how the non-reinforced stimulus (S—) was introduced. No animal learned without errors although all did acquire the discrimination. Furthermore, the fading procedure which was expected to result in errorless learning was no more effective than the other methods. These results suggest that establishing stimulus control before using a fading procedure is a necessary condition for errorless discrimination.

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